Virtual Reality as a Mental Health Education Tool for Healthcare Professionals

Stubbs, Stephanie (2026) Virtual Reality as a Mental Health Education Tool for Healthcare Professionals. Doctoral thesis, University of East Anglia.

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Abstract

Background: Immersive virtual reality (IVR) delivered via head-mounted displays (HMDs) is an emerging education tool increasingly used in healthcare training. However, comparatively limited evidence exists regarding its application within mental health education. This thesis aimed to evaluate the emerging evidence base for IVR as a mental health education tool for healthcare professionals (HCPs) and students.

Method: A systematic review and meta-analysis examined the utility, acceptability, effectiveness, and limitations of IVR as a mental health education tool across studies (N = 15). Given study heterogeneity, findings were synthesised narratively, with exploratory meta-analyses conducted for adverse effects and selected effectiveness outcomes. An empirical pre-post study (N = 70) examined a VR simulated psychosis (VRSP) intervention on healthcare students’ stigma-related outcomes (attitudes, empathy, social distance, and continuum beliefs) and adverse effects.

Results: Three primary categories of IVR simulation emerged in the systematic review: (1) diagnostic interview and consultation skills; (2) patient-perspective; and (3) risk assessment and management. Meta-analyses examining empathy, stigma, and attitudinal outcomes were not statistically significant; however, pooled estimates were small and directionally favoured IVR over comparators. In the empirical study, significant reductions were observed in stigmatising attitudes and desire for social distance, alongside significant increases in empathy and continuum beliefs. Across both components, adverse effects were generally low.

Discussion: This portfolio highlights IVR as a safe and acceptable approach to mental health training, warranting consideration within healthcare curricula. However, methodological limitations and mixed findings indicate that further adequately powered controlled research is required before firm conclusions regarding comparative effectiveness can be drawn.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	Chris White
Date Deposited:	09 Nov 2026 11:05
Last Modified:	09 Nov 2026 11:05
URI:	https://ueaeprints.uea.ac.uk/id/eprint/105011
DOI:

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